Morgan McCorkle, Sam Christopher, Esmeralda Roman, Camdyn Gray

Lesson Title: Since Time Immemorial

Lesson Topic: Weather/Land Acknowledgment/Native American History

Social Studies Major Content Area(s):

How are you connecting the lesson to any combination of these…

History: We will be looking at tribes west of the Cascade mountains. Students will be able to
look at the tribe currently, and how it has changed throughout U.S. history.

Geography: Going to connect to the weather patterns west of the cascade mountains, as well as
acknowledge what native tribes are present west of the mountains. Going to be looking at all the
areas west of the mountains. (We are assuming this lesson to be taught where we will be
teaching, which is west side so students will be looking at tribes closest to them)

Economics: N/A

Civic: We will have our tribal member guest speakers come in and speak about the interactions
between the US government and the tribal nations, and explain their history as well as how their
governments work.

Community Partner(s):
● Someone from a local tribe to talk about their tribe's history and their interaction with the
US. They will also talk about the importance of tribal stories and how they are used.

Standards:

SSS3.4.1 -
Draw on disciplinary concepts to explain the challenges people have faced and opportunities
they have created in addressing local, regional, and global problems at various times and places.
SSS1.5.3 Construct explanations using reasoning, correct sequence, examples, and details with
relevant information and data.

STI Big Five Curriculum Standards: 5. identify the names and locations of tribes in their area.

Objectives/Big Ideas
Students/community members will…
Know/Understand:

Students will be able to recognize which native tribes are closest to them and understand parts of
their history
Students will be able to understand how native american stories can explain real life scenarios

Students will be able to to recognize some interactions between the united states and Native
americans as told through a tribal member

Students will be able to analyze weather patterns in order to find patterns that explain
phenomena

Be Able to Do:
What skills and habits of mind will this lesson help develop?

● The students will have a understanding of the tribes in the pasific northwest
● The students will be able to gather information from looking at the two maps and know
what patterns in weather
● This lesson will help students become more aware of where they and their peers might
come from
● This lesson urges students to learn and be proud of their culture.
● Students after this lesson will be interested in learning about other tribes in Washington
state.

Eco-Citizenship Focus Area(s):

- Land
- Water

STI Elementary school “Big Five” Curriculum Emphasized:

5. identify the names and locations of tribes in their area.

Essential Question:
● What are the tribes local to us and how has how the United States interacted with these
tribes?
● How do native american tribes use stories to convey natural phenomena and teach
lessons? Are these stories important?
● What are some of the ways Native american have been treated unfairly in the past?

Sub-essential Questions:
● Why did these tribes settle in this location?
● Can rainfall be beneficial to tribes? Harmful?

Connection between School/Community EQ and Classroom/Lesson(s) Sub-EQs:

Our connection between our School/Community EQ and Classroom/Lesson(s) Sub-EQs is an

overarching idea that we want our students to be more aware of the interactions the US has had
with native american in our area. If students were going to be put in a situation where the tribal
nations were brought up, we would want them to have an idea of how the US interacts with these
tribes and the treatment they have endured. We would also want our students to take away how
they have cultural aspects like stories and other things in their history that are unique.

Materials Needed:
● Map of Rainfall patterns for the Cascade mountains.
● Map of local tribes near the Cascades.
● A CD/Speaker system for each table to relisten to the story

Activities/Procedures:

1. To start, students will listen to the native american story “Father Ocean” and take notes
on any details they hear.
a. After we listen to this we will have a discussion based on this story, and ask
students what they think and what it was trying to explain
2. Next, we will have students split into table groups for group time to work on a small
project. They will be provided two maps, one depicting rainfall patterns west of the
cascade mountains and east (basically a map of washington's rainfall patterns) and a map
 that depicts where native american tribes were/are in washington state. They will be
allowed to relisten to the recording as they work, but based off of the story the students
will be tasked with deciding which nativr americans tribes they think were responsible
for writing the story (and hopefully some of them can come to the conclusion it is the
tribes surrounding the area they live.)
3. After this we will have a class discussion asking questions like:
a. “Did you know that these tribal nations were here in our areas? Is this new
information to you?”
b. “How do you think Rainfall affects these tribes? Do you think it’s helpful based
on the story?”
c. What do you think about the fact that a native american story told us real
information about our area's weather patterns?”
d. Do you know anything about how the US interacts with these tribes?”
4. After this we would have a guest speaker come in to speak with our students from one of
the most local tribes. We would have this speaker explain a short history of their tribe,
explain how tribal stories are used to explain natural phenomena and teach lessons, and
we would have our speaker talk about how their tribe and the US have interacted in the
past and the present. We would want this speaker to be honest about the history of their
treatment, but also talk about how their treatment makes the tribe feel now in a way
appropriate for 4th/5th graders.
5. After our Speaker leaves, we will have the students take time to make entries in their
writing journals and make a reflection. The prompt will be to answer these questions in at
least a page for each in their journals.
a. “What did you learn today about our local native american tribes? What were
some of the tribes you remembered from our area?”
b. “How did our Guest speakers' story of the US interactions with native americans
make you feel? Do you think their treatment has been fair? Why or why not.”
6. A follow up we would have for a next lesson would be for students to color and create
their own maps of tribal nations in our area and label which tribes encompass which
areas.

Assessment/Evaluation
How will I know what students have learned?

We will be using our students' journal entries to assess their understanding of the curriculum
taught. In their journals, they will be reflecting upon what they heard about native american
history, as well as talk about their new knowledge of the tribes that are local to their areas which
are key components of the lesson. We will also have them reflect upon native american
treatment. We will use a simple checklist for each question to decide whether or not we believe
students got the basis of what was explained, and if manys students do not seem to hit those
marks, we would have a follow up lesson with more explicit explanations of tribal history and
their treatments.

Support
What do I need to teach this lesson? What might students need to learn within the lesson?

Curriculum/Instructional Coaching:
If any students are on an IEP, 504, or ELL, we would have a paraprofessional in our classroom
to help students understand the story told by the Native American. The para will also define key
words that may cause confusion to ELL students. Lastly, we will guide students in reading a map
and how weather affects certain geographic regions and people.

Community Partner support: This would be the tribal member we would have come in and speak
to the students.

Other Support: We would need the story “Father Ocean” from the website
https://www.wastatelaser.org/environmental-sustainability-enhanced-lessons/ as well as the
maps we need for our students to make their conclusions and analzye

Notes/ Next Steps:

● Students will make a drawing of a map with the Cascade mountains and the tribes west of
them.
● This lesson can lead into more exploration about the history of Native American tribes in
the United States.
● Students can debate what they think the U.S. should do to help these tribes.